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중학생의 가정과교육 학습요구도 및 가정생활참여에 관한 연구
김경숙,박미금 한국 가정과 교육 학회 1998 한국가정과교육학회지 Vol.10 No.2
The purposes of this study is to find middle school student's needs Home Economics Curriculum and the family life participation. The samples are 323 middle school students in Kangneung. The results of this are summarized folloes; 1. It is shown that the family life participation of boys was higher than that of girls 2. Variables that affect middle school student's needs for Home Economics curriculum are needs for Home Economics, number of brothers and sisters and the age for mother. 3. Variables that affect middle school student's the family life participation are human develoment and family relationship, the clothing, participation in class of Home Economics, perception of life status and sex. 4. The relative contibutions of independent variables of the family life participation of middle school students are as follows. The degree of explanation of middle school student's family environmental variable is 12.2%. Adding the variable of Home Economics course, the degree of explanation is increased to 21.8%(deviation 9.6%). Adding the variable of needs for Home Economics curriculum, the degree of explanation is increased to 33.1% (deviation 11.3%).
김경숙,박미금 한국 가정과 교육 학회 1998 한국가정과교육학회지 Vol.10 No.1
The purposes of this study is to find middle school student's application of Home Economics course its related variables. The samples are 323 middles school students in Kangneung. For the statistics analysis of this study, frequency, mean, Cronbach's a coefficient, ANOVA, t-test, Pearson' correlation and multiple regression were calculated. The results ofthis study are summarized as follows; 1. It is appeared that middle school student's application of Home Economics course are the food, human development and family relationship family, resources management and the consuming, the clothing. 2. Variables that affect middle school student's application of Home Economics course are the vocation of father, way of learning about home life skill, agreement with educational goal of Home Economic, evaluation of Home Economic teacher, evaluation of education field, participation in class of Home Economic and needs for Home Economics. 3. The explanation degree of these seven variables is 27.7% and needs for Homs Economics is the most domineering variables.
李東哲(이동철),朴美琴(박미금) 한국일본어학회 2017 日本語學硏究 Vol.0 No.54
본고에서는 일본어교육의 시각으로부터 가능표현에 있어서의 대격조사 ‘ガ’와‘ヲ’의 교체현상에 대하여 코퍼스의 용례와 대학교 일본어학과의 교재에서 현재 쓰이고 있는 가능표현의 실제 사용례를 들어 일본어교육의 이론과 실제용법의 이탈에 대해 논했다. 특히는 “2자한어동명사+デキル” 형태의 용법에 있어서 지금까지 일본어교육에서 틀린 용법으로 설명해왔던 대격조사 ‘ヲ’가 실제상 ‘ガ’의 배 이상에 달한다는 사실로부터 ‘ヲ’의 쓰임도 일본어교육에 도입할 것을 주장했다. 또한 ‘デキル’가 단독으로 사용될 때 대격조사로 ‘ガ’만 허용된다고 지적되고 있지만 실제 용례에서는‘ヲ’도 많이 쓰이고 있다는 사실을 밝힘으로서 왜 가능표현에 있어서 이러한 현상이 생겨나며 어떤 경우에‘ヲ’가 나타날 가능성에 대해서도 고찰했다. 그 결과 한 문에 주격조사 ‘ガ’가 나타났을 때 같은 ‘ガ’의 반복출현을 피하기 위함이고, 다른 한 가지는 ‘デキル’가 ‘スル’의 가능형으로 되어있기 때문에 무의식적으로 그 대격조사로‘ヲ’를 사용할 가능성이 높다고 지적되고 있다. This paper discusses the phenomenon of alternative usage of ga and wo in the potential expression, based on examples of corpuses collected, and of textbooks/materials that are currently used in Japanese education in universities. To be more specific, the word wo in the construction of “Chinese gerund+dekiru”, which was regarded as a wrong expression, is now used twice as many as ga. This phenomenon seems to be serious because it shows a mismatch between the theoretical and practical usages, and suggests the alternative use of ga and wo in the Japanese education. Furthermore, only ga is allowed to occur when the verb is dekiru theoretically; however wo is also used practically. So we also investigated the reason for such a phenomenon and the possible scenario that the marker wo is used. As a result, we found that the marker wo is used in the case that ga already exists in the sentence. Another case is that the “dekiru” is an alternative expression to “suru” with wo in which ga is preferentially used as an accusative case marker.